Understanding by Design…
To begin with the end in mind means to start with
a clear understanding of your destination.
It means to know where you’re going
so that you better understand where you are now
so that the steps you take are
always in the right direction.
Stephen R. Covey
Understanding By Design
Grant Wiggins and Jay McTighe
Understanding by Design is not a prescriptive, lock-
step program or curriculum.
Understanding by Design is a conceptual
framework, design process and template, and
an accompanying set of design standards.
Understanding by Design is a methodology
to design or redesign any curriculum to
increase student understanding.
Establishing
Curricular Priorities
Understanding by Design
Stage 1: Filters
DESIGN STAGE 1 : Identify Desired Results
Power Learning Standards Criteria:
Endurance – Leverage - Readiness
Enduring Understandings
Essential Questions ???
Authentic Learning Opportunities
Uncoverage
eg
Understanding by Design
Stage 1 : Identify Desired Results
ENDURING UNDERSTANDING:
Illinois Learning Standards Science Goal #11
Scientists use the process of scientific inquiry to investigate
questions, conduct experiments, and solve problems in nature.
ESSENTIAL QUESTION:
What is the scientific process and how is it used to
understand the natural world?
Understanding by Design
Stage 2: Filters
DESIGN STAGE 2 : Determine Acceptable Evidence
Repertoire of Assessments FOR Learning
Continuum of Informal & Formal Assessment Instruments
Traditional Content-Focused Assessments
Authentic, Open-Ended Performance Tasks and Projects
“Performance Based Verbs” Template
Six Facets of Understanding
Establishing a Continuum of Assessment
Instruments FOR Learning
Establishing a Continuum of Assessment
Instruments FOR Learning
What does it mean to
Understand …
A personal problem shared in
confidence by a close friend?
The Spanish Language and
culture?
How American Democracy
works?
What makes you happy?
Integrating the
Six Facets of Understanding
UNDERSTANDING
Integrating the
Six Facets of Understanding
Facet 1: Explanation:
What are the characteristic steps of the
scientific method?
Cooperative groups design flow charts of
the scientific method and report.
Integrating the
Six Facets of Understanding
Facet 2: Interpretation:
What does the scientific method reveal
about the natural world?
Integrating the
Six Facets of Understanding
Facet 3: Application:
How could we use the scientific method to overcome…
Misconceptions?
Personal bias?
Counterintuitive concepts?
Integrating the
Six Facets of Understanding
Facet 4: Perspective:
How is the scientific method similar to
or different from…
Superstition?
Guessing?
Intuition?
Hope?
Integrating the
Six Facets of Understanding
Facet 5: Empathy:
How might a scientist feel about…
Superstition?
Guessing?
Intuition?
Hope?
Integrating the
Six Facets of Understanding
Facet 6: Self-Knowledge:
How might my views about the natural world be influenced
by
the results of scientific investigation?
Superstition?
Guessing?
Intuition?
Hope?
Understanding by Design
Unit Topic: Oceans/Scientific Method
DESIGN STAGE 2:
Determine Acceptable Evidence
Students will formulate and support hypothesis as
to the location of Pirate Pete’s buried treasure.
The possible locations can be found on
Pirate Pete’s treasure map…
Understanding by Design
Unit Topic: Oceans/Scientific Method
DESIGN STAGE 2:
Determine Acceptable Evidence
Students will participate in a collaborative science
experiment that employs the scientific method and the
chromatography technique to solve the mystery of
“Pirate Pete’s buried treasure.” Through the
chromatography technique, students will analyze ink
patterns and identify the real X !
Understanding by Design
Unit Topic: Oceans/Scientific Method
The possible locations can be found on
Pirate Pete’s treasure map…
Palm Tree Point?
The Sandy Shore?
The Boulders?
The Cliffs?
Conclusion: Purpose: Research:
Was our What do we want to learn? Use technique
Hypothesis Locate the X made by Pirate Chromatography
correct? What Pete’s Pen and find the buried to analyze inks
else do we want treasure! and identify Pirate
to learn? Pete’s Pen
The Scientific Method
Experiment:
Analyze ink patterns
using Chromatography
to determine the color
pattern o f Pirate
Analysis: Pete’s Pen. Compare
ink patterns on test Hypothesis:
Pirate Pete’s strip to ink patterns on
Pen marked the Pirate Pete’s Pen
map to identify Pirate
X marked the X at . . .
Pete’s Pen
Understanding by Design
Stage 3: Filters
DESIGN STAGE 3 : Instructional Deployment
Power learning Standards
Repertoire of Effective Instructional Strategies
Engaging, Research-based Learning Experiences
“Questioning for Understanding” Template
Understanding by Design
Unit Topic: Oceans/Scientific Method
DESIGN STAGE 3: Instructional Deployment
Application:
In applying this special technique called chromatography,
students are challenged with the mystery of a special
treasure map (printed on chromatography paper) where
four X’s are marked. Each X is in black ink…
but only one of the X’s marks the spot of the buried
treasure.
Understanding by Design
Unit Topic: Oceans/Scientific Method
Design Stage 3 : Instructional Deployment
Technique:
Color is an important property in the world of chemistry and a
concept that early elementary students can grasp and identify.
Scientists use color as a clue for chemical change.
Now we will learn how color can be used to solve a mystery…
by identifying substances.
Understanding By Design
THE END
Understanding by Design
Unit Topic: Oceans/Scientific Method
DESIGN STAGE 1: Identify Desired Results
ENDURING UNDERSTANDING:
Illinois Learning Standards Science Goal #12
All life on earth and its environment are interconnected.
ESSENTIAL QUESTION:
How do plants and animals live and interact within an Ecosystem?
Understanding by Design
Unit Topic: Oceans/Scientific Method
DESIGN STAGE 1: Identify Desired Results
ENDURING UNDERSTANDING:
Illinois Learning Standards Science Goal #13
As stewards of our planet, human beings must demonstrate respect for the environment.
Utilizing historical and contemporary data, we can better appreciate the impact of our behavior
on the earth and its future.
ESSENTIAL QUESTION:
How do human behaviors in gathering food (over-harvesting),
generating energy (burning fossil fuels), and disposing of waste products (chemical wastes)
effect the global environment?